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DVD Ripper
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C: \ Security & Privacy \ Encryption Tools \ FireCuva KeyFinder 2013.9.6.30
FireCuva KeyFinder 2013.9.6.30 - Detailed Description Page
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FireCuva Windows Password Reset Software is everything you need to recover Windows password with secure and efficiency. Windows Password Recovery Tool can create Windows bootable CD/USB, and allow you to reset, remove or change your Windows logon password.
Key Features:
1. Windows Password Recovery Tool is designed to help you reset password for local administrator and guest accounts on your computer.
2. This Windows Password Reset software can recover Windows Server password for both domain admin account and user account.
3. Fully Support Windows 8, Windows 7 (32/64 bit), Windows Vista (32/64 bit), Windows XP, 2000, NT, etc. Windows Server 2012/2011/2008(R2)/2003(R2)/2000.
4. Compatible with various brands of desktops, laptops, tablet PCs and server, including Dell, Acer, HP, IBM, Sony, Lenovo, ASU, etc.
5. It is every easy-to-use for both freshman and experienced user. With only few steps you could recover lost Windows password efficiently and safely.
Keywords: reset windows password, windows password cracker, windows password recovery, Unlock Windows, PC Unlocker, Shareware, Security & Privacy, Encryption Tools, FireCuva, FireCuva KeyFinder
Recent Changes: FireCuva KeyFinder
Install Support: Install and Uninstall
Supported Languages: English
Additional Requirements: Intel or AMD CPU 350MHz, 256 MB RAM
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|Statue of Boudicca
Westminster Bridge, London
Last week, BBC on-line posted an article about a recent find. It seems that a causeway built around 75 B.C. by the Iceni tribe, who lived in what is now Norfolk and Suffolk in eastern England, was found by archaeologists in and around the area of Geldeston. Exact dating has yet to be carried out but the preliminary results date it to about 100 years prior to the Roman invasion of Britain against which Boudicca was a key force. The causeway was, of course, built before Boudicca lived but it is an exciting find. As it was a major route of her kingdom, she may well have travelled it. Apparently, the actual wooden posts are so well preserved by the peat that they look modern and all of the tool marks are still visible.
The road that ran through the wetlands was 4 meters wide and ran for 500 meters across the marshes. Archaeologists believe that the route was likely used for trade, boundaries and to allow the Iceni access to sacred places – swords and other weapons are often found in water where the Celts would have made offerings to the gods.
|Roman Legionaries
The uprising began while Governor Paulinus was in Mona (Anglesey) to crush the druid stronghold. Boudicca's forces subsequently defeated Rome in several engagements and sacked the cities of Camulodunum, Londinium and Verulamium. In the end, Roman forces prevailed and at the final battle, according to Tacitus, over 80,000 Britons died with Roman casualties under 1000. Hard numbers to swallow and which should be taken with a grain of salt as history, as we know, is written by the victors. Would Rome want to give much sway to a female opponent who delivered some heavy hits to its ego? Probably not.
There is of course no shortage of historical fiction when it comes to Queen Boudicca. She is the stuff of legend. Books and series from such writers as Manda Scott, Simon Scarrow, Rosemary Sutcliff and Pauline Gedge are but a few of the good ones. There are others.
|Cover of George Shipway's
Imperial Governor

subset: commoncrawl


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Oasis Dental Care (now part of Bupa) require a Locum Dentist to join the Bishop AucklandMarket Place Dental Practice.
Established, three surgery practice offering modern working environment, SOE Software, digital x-ray processing, OPG, Rotary Endo and Dedicated Dental Therapist. Located just 30 minutes from Durham and 40 minutes from Middlesbrough.
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February 28, 1958: "While we should always be prepared to reconsider the methods we adopt, should this become necessary, we have to strive with all our strength for our planned development by conserving all our resources, increasing production and trying to ensure progressively a more equitable distribution and to thus raise the standards of the great mass of our people,"
- Jawaharlal Nehru as Union Finance Minister
February 28, 1970: "It is generally accepted that social, economic and political stability is not possible without the growth of productive forces and the augmentation of national wealth. Also, that such growth and increase in wealth cannot be sustained without due regard to the welfare of the weaker sections of the community,"
- Indira Gandhi as Union Finance Minister
February 28, 1987: "Twenty nine years ago, presenting the country's Budget, Jawaharlal Nehru told this house [that...] we have to strive with all our strength for our planned development by conserving all our resources, increasing production and trying to ensure progressively a more equitable distribution and to thus raise the standards of the great mass of our people…Our principal objectives are the elimination of poverty and the building of a strong, modern, self reliant independent economy,"
- Rajiv Gandhi as Union Finance Minister
Some of you would be aware of how and why these three former prime ministers also had to don the hat of a Union Finance Minister. For those who haven't found time to check out this bit of deliciously ironical history, here is a brief recap. In 1958, the son-in-law of Nehru and Indira Gandhi's husband raised uncomfortable questions about the role of the then Finance Minister T.T Krishnamachari in what became the "Mundhra scam". TTK, as he was popularly known, was forced to resign in February 1958 and Nehru had to temporarily take over as the Finance Minister. In 1969, the Congress party split and the then Union Finance Minister Morarji Desai quit the government. Desai was strongly opposed to the "socialist" vision being gradually adopted by the then Prime Minister Indira Gandhi. She preferred to take over the Finance portfolio after the exit of Desai. Her titanic tussle with Desai and its consequences resulted in the 'license permit' and 'inspector raj' era, issues that continue to haunt India till date. In 1987, V.P Singh, a loyal and trusted aide of Indira Gandhi and Rajiv Gandhi, was ready to present his third successive budget to the nation. Prime Minister Rajiv Gandhi, for reasons future historians will be better able to explain, shifted Singh and chose to present the budget. Within a few weeks, the Bofors scam started tormenting him.


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For clients
Risk warning: Trading foreign exchange on margin carries a high level of risk and may not be suitable for all investors. The high degree of leverage can work against you as well as for you. Before deciding to trade foreign exchange you should carefully consider your investment objectives, your level of experience and preparation of taking risk. The possibility exists that you could sustain a loss of some or of all of your initial investments and therefore you should not risk more than you are prepared to lose. Please seek independent financial advice if necessary.


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Are you using Perth commercial refrigeration system for your business? If you are, you probably already know how to take care of your appliances, how to clean them or how to place them properly so that they will function for a longer period of time. These things are very important to make the equipment perform well, but oftentimes these routines are not enough.
If you really want to ensure that your commercial refrigeration in Perth & WA will work properly for a very long time, then you should consider hiring a professional refrigeration contractor who can perform the maintenance of your appliances. They are the best persons to call for such type of service because of the many important reasons. They are the following:
– Commercial refrigerators are bigger and more sophisticated than the ones we use at home. Hence, you will need an expert who specialise in such field and knows the health laws concerning commercial refrigeration
– Refrigeration appliances never breakdown at the right time. If this happens, your business operations will surely be affected and production will be stopped. Therefore, you need someone who is under contract to take care of your units all the time. This will help you avoid stoppage in your business operations.
These are the two main reasons why you should hire a commercial refrigeration contractor to watch at your units. However, make sure that you pick the right person to get the most of what you'll be paying.
Read our post about office cleaning. Click here.


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The act of removing a persons contact information from your mobile device after it ends. You get caught in a digital delete when said person texts you after the deletion and you respond with "who is this" and they know that you deleted them.
Amy: Yeah he's a douche. He totally stood me up last night and never called.
Sylvia: Digital Delete.
Sylvia: Digital Delete.
by Natasha Love October 06, 2013
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text: © Phoebe Lee, Matt Turk and Little Grey Box, 2012-18. Unauthorised use and/or duplication of this material without express and written permission from this websites author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Phoebe Lee, Matt Turk and www.littlegreybox.net with appropriate and specific direction to the original content. The material contained within this website and associated social media accounts is not intended to constitute personal advice and must not be relied on as such. This information has been prepared without taking into account personal objectives, financial circumstances or needs. You should consider the information contained in this website as general and consider the appropriateness of this material in regard to your personal objectives. You should consider obtaining appropriate advice from a travel agent or other appropriate professional before making any decision.


text: Autism Spectrum Disorder (ASD) is one of the most serious psychiatric disorders of childhood. ASD involves deficits in social functioning, communication, and restricted interests/repetitive behaviors. In the United States, it is estimated that ~1/100 children are affected with ASDs. The individual and societal costs are enormous, and there is no known cure. Investigating the neuroscience of ASDs in childhood and infancy is vital because very early behavioral and educational interventions, starting at 18-24 months of age, have been shown to improve outcome. With still earlier diagnosis, interventions might begin even sooner, with potentially further dramatic improvements in outcomes. The fellow's long-range objective is to use measures of functional connectivity to understand more about the neural basis of autism and to try to build a pre-symptomatic diagnostic classifier. Recent functional connectivity magnetic resonance imaging (fcMRI) studies have found alterations in brain functional connections that may be the result of these early brain growth abnormalities. However, the MRI environment can prove intolerable for young ASD children due to noise, claustrophobia, and the need to lie supine and still. Diffuse optical tomography (DOT) can record evoked brain function in enriched or clinical environments. Functional connectivity DOT (fcDOT) for unconstrained neuroimaging in naturalistic settings would meet a central need in ASD. The main goal is to develop fcDOT methods to map brain networks of subjects with ASD and to determine the early mechanisms of brain dysfunction that lead to known indicators of ASD. The research aims: (1) to establish functional connectivity analysis methods of fcDOT in normal adults, and (2) to establish the feasibility of applying fcDOT to ASD children. We will validate network analyses for fcDOT against identical analyses of functional connectivity magnetic resonance imaging (fcMRI) data that are acquired from the same subjects. The team will then perform a feasibility study on ASD children. Success with this proposal will provide proof of principle for fcDOT and provide the basis for a future larger-scale studies adapting fcDOT for use in infants who are at risk for autism and in older ASD subjects with MRI scanner contraindications. This translational work will aim both to improve the fundamental understanding of the ASD pathophysiology and to develop a tool for potential use in early diagnosis and therapeutic monitoring of ASD subjects


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DNASTAR's Lasergene Genomics Suite includes software for the assembly and analysis of gene panel data. Features of the Lasergene Genomics Suite software include:
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Cyra Accent Table
Overview & Details
- Mild steel accent table.
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A striking statement piece with a dash of global-chic glamour, this petite metal accent table is exquisitely embellished with lovely floral and trailing vine cut-outs. Perfect in pairs as nightstands, or as a side table alongside your favorite armchair, the shapely hourglass design mingles beautifully with traditional and modern furnishings. Available exclusively at The Company Store®.


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|Heavenly Sins
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You must be 18 years of age to be here. This is where you can roleplay and make your plots and stories with others. Just follow the rules here and let your imagination soar!
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We can do as we wish without fears.
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Not all is surrounded by acts, but it is part of the core.
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GPSolo Magazine - April/May 2006
Back to School Education Law
Public schools are governed by an array of complex federal and state laws. At first glance it might seem impossible for a solo to master enough of these laws to practice school law, and it's probably true that one lawyer cannot meet a school district's every need. Still, I believe that if you know your boundaries and line up resources to call upon for assistance, you can develop a very nice niche practice in a field often thought to be off-limits to anyone but big law firms.
Back to Basics
Public education is a governmental function. Understanding this is critical to your success in education law. Each state constitution requires the establishment of a school system in which children can receive an education. So public schools are run under the auspices of the state constitution, the U.S. Constitution, federal and state laws, federal and state regulations, and regulations issued by various federal and state agencies. The courts interpret the laws, and their opinions comprise a vast body of complex case law.
It may be useful to begin with an overview of education law grouped into four categories.
Students. There would not be schools without students. There are laws governing attendance, admission, special education, transportation, instruction, curriculum, health, safety, conduct, and discipline. At the federal level, there are laws such as Title IX of the Education Amendments of 1972, which prohibits discrimination on the basis of sex and has been used to grant girls the right to play on boys' athletic teams and to have teams of their own. In addition, the equal protection and due process requirements of the Fourteenth Amendment generally prohibit sex-based rules that deny persons the opportunity to freely participate in certain school activities. Claims of sexual harassment and sexual abuse arise under Title IX and state laws that prohibit sex discrimination in schools. Federal legislation also created a huge area of the law in special education; laws such as the Individuals with Disabilities Education Act (IDEA) of 1975 and resulting state laws provide for the identification, location, and evaluation of all children with disabilities regardless of the severity of their disability, and the placement of such children in an educational program tailored to their individual needs at no cost to the parents.
Employees. Schools are a labor-intensive business, and the management of employees constitutes a large portion of legal work for schools. Most of the federal laws that apply to other types of public organizations apply to schools. Examples of these laws are Title VII of the 1964 Civil Rights Act, the Age Discrimination in Employment Act, the Rehabilitation Act, the Americans with Disabilities Act, and the Equal Pay Act. In addition, employee management is usually governed by extensive state laws and regulations that affect everything from the certification and licensure of teachers and other school employees to the benefits required for employees and the circumstances under which a school district may lay off staff. Further complicating the picture is the fact that many states have union organizations representing groups of employees. The effect for an attorney wanting to provide legal services in employment is that the attorney must know the federal and state law as well as the contractual requirements under the applicable collective bargaining agreement. The effect is also that collective bargaining, contract administration, and union relations are additional areas of legal practice for the aspiring attorney.
Finance. As public organizations, schools are caught in the cycle of public funding and budgeting as well as the process for competitive bidding on purchases of goods and services. Almost the entire finance arena is governed by state statute; attorneys must have a specialized knowledge of the state laws to work competently in this arena. Some attorneys serve schools as bond counsel, some as real estate counsel, and some as specialists in school funding matters.
Boards of education. Members of public boards of education are either appointed or elected, depending on state law. The operation of the board of education is subject to many state "sunshine" laws related to public records and open meetings. The board also may be considered a body politic and therefore subject to lawsuits.
Maximize Your Connections
While the laws and rules governing education can look daunting at first glance, begin to think about how you "fit" with public schools. It isn't enough just to have attended—although if you want to practice law in the town in which you grew up, and you still know administrators and board members in the public school system, that could be a plus.
Perhaps you have a child who has attended special education classes in the school district, and you've become very familiar with special education rules and procedures. Perhaps you served on the PTA in your town or worked as a volunteer in the schools.
Perhaps your undergraduate degree was in education and you have work experience in the public schools. In my case, I started my professional career as a high school teacher. After three years of teaching, I returned to school to get a master's degree in educational administration. I never worked as a school administrator; instead, I worked in higher education and then in health care in the human resources field—but I always carried that background of three years of high school teaching and the degree in educational administration with me.
Don't be discouraged by law firms and career programs that tell you your previous work experience matters "not one iota" for your first job as a lawyer. I attended law school at night while working full-time in human resources management during the day, so I had no clerking or law firm experience. When I graduated from law school at the age of 39, the career counseling office and interviewers with law firms told me that (besides being too old to work in a firm) my work experience had no relevance to a position in a firm—and in fact, made me less attractive to a law firm because I was not viewed as "trainable." Ultimately, after a short stint at a legal publishing house, I decided to ditch the job search and create for myself what I really wanted: an opportunity to combine my previous work experience with my law degree.
After networking with dozens of contacts and defining and redefining my goals, I was lucky enough to have a mutual business acquaintance connect me with a brand-new director of human resources for a large suburban school district. This person had been promoted to the job from another position in the district and had limited exposure to human resources. I was also lucky enough to be introduced to the new superintendent while I was meeting with the human resources director. I worked hard to get a sense of their needs and to sell my ideas to them for meeting those needs; at the end of the appointment, I was asked to submit a proposal. The proposal was accepted, and now, 15 years later, I continue to work for the same school district—although there have been four superintendents and three directors of human resources.
My experience leads me to believe that if you have experience in education, you are automatically on stronger ground than someone who doesn't. If you understand what it is like to be in a classroom, don't be afraid to point that out during an interview or during your work with teachers. If you understand the difficulties of school administration, don't be afraid to reflect upon some of those difficulties as you are discussing resolutions to issues with a principal or a superintendent. And if you are doing a presentation to principals or administrators, use examples from your own experience in the classroom or as an administrator. I'm not saying to overdo it, but don't be afraid to throw in a sentence or two about your previous experience to help convey the message that you are sensitive to public education roles and jobs.
Maintain Reasonable Rates
School districts operate within tight, tax-dollar-authorized budgets. Legal services are often viewed as a necessary evil caused by increasing state and federal intervention and regulation of schools and education. You need to be able to convince the schools that you understand their legal issues and you can deal with them in the most efficient and cost-effective way. Show your sensitivity to the budget constraints of public education by providing innovative rate proposals, such as "bundled" services and discounts on volume. If you charge by the hour, offer reasonable rates. Remember—you're not in a big firm, so you can't charge like one. Besides, wouldn't you rather have ten hours of work at $100 an hour instead of zero hours of work at $300 an hour? And don't "nickel and dime" your district. Yes, large firms will bill for each and every copy and will bill in six-minute increments. But do you really have to do that? Can you imagine how annoying that is to someone who works long and extra hours for a set salary and who buys office or classroom items out of his or her pocket because money for supplies is tight?
Know Your Boundaries
Once you are in the door, don't forget everything you did to get there, and don't begin believing that you can do any and all types of school law. The array of cases and issues that come before a school law attorney are mind-boggling. (For a taste, see the sidebar "Curriculum Guide" at right.) The biggest mistake you can make is to think you can do everything.
One boundary I suggest is limiting your practice to nonlitigation issues. I find that with a solo practice, it is difficult to manage litigation—plus it is not my first choice of law to practice anyway. Although I handle administrative charges of discrimination and administrative hearings before the state board of education, I usually draw the line at trials, and I will suggest the district obtain litigation counsel for that work.
I also suggest limiting your practice to two or three arenas. One example might be special education. Many attorneys limit their practice to due process hearings, individual education plan (IEP) meetings, and other issues related to special education. Another arena is pupil services—residency, admission, attendance, student records, and discipline. This is a huge area often involving court appearances for hearings before magistrates. Another arena is labor relations, including contract administration, arbitrations, and collective bargaining. In some districts, this could consume an attorney on a full-time basis. There are several other possible niches. The point is to find ones that fit with your background and interests and try to carve out that area for yourself.
The final boundary I suggest is your own internal sense of what you do well—and what you do not do well. Call it intuition. If you feel in the pit of your stomach that a matter is beyond what you are able to provide, say no and help the district find competent legal counsel. If the board or the administration becomes enamored with you—and thinks you are a miracle of an attorney for providing so much service for such reasonable rates—they might ask you to do everything. It's tempting to accept all the work when a board member says, "But I don't want anyone but you to handle this." Don't let yourself fall into this trap. The flattery is nice, but admit that you do have limits and remember them.
Provide Excellent Service
This probably goes without saying, but the key to any legal service is to excel at your work. How does one excel at being an attorney for a school district in addition to the obvious—knowing the law? Here are some tips:
• Be accessible. Return phone calls within a day and be available to be reached by phone, cell, fax, e-mail. Don't have school administrators go through a secretary. They want you—make yourself available to them.
• Communicate with the administrator who gives you work, and keep in touch with the superintendent or the board. In my case, I report to the treasurer, so I try to keep him informed of work I am doing.
• Practice rules of common courtesy and civility. Listen to administration or board members. Don't interrupt, argue, demean, or patronize administration, board, or staff members—show them respect. Don't act like you can do their job better than they can. Tell the truth. Keep your promises about everything but especially to do work by a certain date. Take responsibility for your own actions, including your mistakes (I promise, you will make them in this arena of the law).
• When you are unavailable, provide a competent, reasonably priced backup. Choose someone you trust not to badmouth you or take away your clients. Make sure you identify the backup person and be sure your clients know when you will be out of town.
Stretch Your Skills and Provide Your Best
School board membership changes, administrators change, priorities change, and some people just have friends in high places. Never assume that the work you do today will be here tomorrow. Your best strategy will always be to focus on and anticipate the needs of the school district, stretch your skills to provide excellent service to meet those needs, and define your boundaries clearly and professionally with your education clients.
|Curriculum Guide
Business issues. School districts have buildings and property that must be maintained. There are contracts for services, contracts for construction or design, and various other types of contracts to write and review. A business department often will also handle insurance coverage and claims against the district covered by insurance, for example for personal injury while someone was on school property. Another potentially large area in business is the transportation of students. If an issue regarding transportation is contested by parents, the matter may end up before the state board of education and then in common pleas court.
Finance issues . The financial issues run the gamut from real estate matters to bond matters. One particular area in which a solo could work effectively is handling protests of real estate appraisals. If real estate is undervalued, the school district loses money from property taxes. In some districts, this could become a full-time job for one attorney.
Board of education issues. The board needs special counsel available for assistance in parliamentary procedure, sunshine laws, records issues, evaluations, and contracts with the superintendent and the treasurer.
Human resources. There are a number of human resources issues that require the assistance of an attorney. Policies and procedures for hiring and recruiting, orientation, benefits, layoff, and myriad other issues that arise when dealing with employees are the first of these. Day-to-day assistance with discipline, performance appraisals, and grievances can be required. There are charges of discrimination in employment, reasonable accommodation issues, arbitrations, and unfair labor practice charges. Another area in human resources is the administration of and legal representation in workers' compensation cases. And there is also the huge area of collective bargaining and contract administration.
Pupil services. Student discipline, student records, attendance issues, residency issues, illegal students, truancy issues, custody issues, guardianships that are for school purposes only and therefore require representation in a hearing—the list could go on. All of these can require legal counsel, and often school districts are glad to have an attorney to handle all of the trips to court and the paperwork required in these matters. In student discipline matters in my state, if parents appeal a suspension or an expulsion, the matter goes to the board of education or the board's designee, which creates a need for an attorney to present the district's case and an attorney to serve as hearing officer.
Special education . This is a highly detailed and specialized legal area. The rules on special education continue to change, and lawyers handling such matters must know the law, know the cases, and practice in this area on a regular basis.
|School Counselor
Boards of education often could use help overseeing the various legal matters in which they are involved. It may be possible for you to become a sort of "corporate" counsel for the board by providing information and services about other attorneys working for the school district.
Guidelines for external legal counsel. In my practice, I proposed that the board develop a list of guidelines for attorneys providing services to the school district. Businesses for years have asked for proposals from outside counsel. Attorneys are supposed to operate with fee agreement letters with their clients. But for some reason, schools have been slow to catch on to this as a method of managing legal work. Having such guidelines can serve the goals of the board by assuring that attorneys and law firms will abide by common rules.
Send these guidelines to attorneys and law firms once a year and request that the firms submit an annual proposal. You can summarize the proposals and then submit the summary and a resolution to the board to approve the attorneys for the upcoming year. Some of the guidelines might be as follows.
• Billing and fee procedures and guidelines, including proposed fees for the upcoming year, guidelines for the timing for submitting bills, the information required to be included in bills, and items that will not be paid without prior approval.
• A statement that the board seeks firms that demonstrate a commitment to diversity and place a high value on honest and direct communication.
• A statement that the board expects firms to work collaboratively with other legal counsel representing the board, always maintaining the top priority of promoting the best interests of the board.
Reports on legal expenditures. I prepare this report semiannually, and it allows the board to compare expenditures by law firm and by attorney from one year to the next. It's extremely helpful information and addresses the questions board members will often ask—how much do we spend on legal fees, what is the average hourly rate we pay for legal services, how many hours of legal service do we receive each year, to whom do we pay legal fees, and for what particular purposes?
Reports on active and recently closed litigation and pre-litigation matters. I found that board members did not always know what cases were outstanding and would sometimes be caught off guard by a comment from a community member. This report, which I prepare quarterly for the board, the superintendent, and the treasurer, provides current information on developing cases and cases in litigation so the board will have full knowledge of legal matters pending against it.
Diane E. Millett is an attorney and sole practitioner in Cleveland, Ohio, representing boards of education. She also represents businesses and organizations in employment matters especially related to anti-harassment and civility in the workplace. She can be reached at firstname.lastname@example.com.


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A new public/private collaborative agreement is expected to result in improved wheat varieties for Kansas wheat growers. Kansas State University and Monsanto announced today a relationship that will allow both to improve their wheat breeding programs.
"Agreements of this type benefit the Kansas wheat growers because they will have a greater selection of improved varieties from both public and private wheat breeding programs," said Gary Pierzynski, interim dean of the K-State College of Agriculture and interim director of K-State Research and Extension. Pierzynski said both parties are free to form additional collaborative arrangements with other public or private entities.
"Specifically, Monsanto brings to the partnership technologies that will enable us to `genetically fingerprint´ those varieties," Pierzynski said. "It will help us select specific genetic markers to provide improvements, such as disease and pest resistance."
Allan Fritz, Kansas State University professor of agronomy and a wheat breeder said working with private industry will give K-State the ability to get improved varieties to market faster.
"For K-State´s program, this will provide breeders with accelerated wheat breeding processes, focusing our selection on plants that matter and targeting for critical traits," he said.
Fritz said K-State will continue to work with other public wheat breeding programs, as it has in the past. "It is essential we continue our interaction between the wheat breeding programs at other Land-Grant universities."
Stakeholders in the Kansas wheat industry participated and offered important input about principles that should guide such collaborations. "Kansas State University has a long history of working with wheat and in addressing stakeholder needs," said Ernie Minton, associate director of research for K-State Research and Extension. "This relationship is beneficial for the wheat industry as the collaboration will create opportunities for the improvement of agronomic performance and grain quality characteristics."
In addition, the 2009 survey results from the National Association of Wheat Growers called for technology investment to improve profitability of wheat as a cropping option.
K-State will continue efforts to develop and release wheat varieties with improved traits through the Kansas Wheat Alliance, Minton said. The goal is to benefit the Kansas wheat producer and the related wheat industry with improved traits.
Kirk Schulz, Kansas State University president, said, "This partnership leverages Kansas State's long-term investment in wheat breeding and increases our resources to continue this work. This type of innovative collaboration is necessary with limited state and federal resources."
Sean Gardner, Monsanto´s global commercial wheat lead, added that the collaboration is an important step for the wheat industry, as it brings together the unique and complementary breeding research of Monsanto and Kansas State University to develop better wheat varieties for growers.
"Kansas State researchers have a wealth of experience and knowledge in the field, and with our proven breeding technology experience, we see this collaboration as an excellent opportunity to produce successful new wheat varieties," Gardner said.


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Over 180 groms pack the beach at Pine Trees in celebration of the 10th annual Irons Bros Pine Trees Classic. With some heavy shredding going down and smiles up and down the beach, the future of Kauai surfing looks bright. Andy would be proud.
2011 Irons Bros Pine Trees Classic Results
9-10 Year Old Girls
1st Kelta O'Rourke
2nd Keala Tomoda-Bennart
3rd Soliel Errico
4th Gabriela Bryan
5th Ayla Sprecher
6th Juliana Tampus
9-10 Year Old Boys
1st Luca Aza
2nd Kanoa Douglas
3rd Noah Cheatum
4th Sasha Rovinsky
5th Miles Frazier
6th Nathan Tucker
11-12 Year Old Girls
1st Chloe Shutt
2nd Oceana Heartsong
3rd Tiana Tomoda-Bannart
4th Amber Weiss
5th Mokihana Mauiki
6th Jasimine Candelaria
11-12 Year Old Boys
1st Kalei Chase
2nd Joey Kaden
3rd Andres Elzaweida
4th Luke McCollough
5th Thor Hauglund
6th Zion Foster
Ikela Kamala Keiki Standout
Kala Rall Keiki Standout
Michael Dewitt Sportsmanship
Kelta O'Rourke Attitude
Mokihana Mauiki Sportsmanship
Kaliko Pa
Kanaloa (sorry don't have last name)
Kala Rall
Legend Leopaulano
Noe`e Kahaulua
Chanson Hawelu
E`elekoa Emery
Jaden Hamid
Kaiana Oliver
Kaimana Haddy
Kalani Fitzgerald
Nyla Sai


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Ozone Generator Therapy - Antioxidant, Sterilizer, Bad Breath Freshener
Posted: June 11, 2009
- An Ozone Generator is one of the most powerful sterilizing devices in the world.
- Ozonated oil acts as a powerful antioxidant to a variety of skin disorders.
- Ozonated water is highly effective at neutralizing the anaerobic bacteria in the back of your throat that causes bad breath!
As you know, I'm constantly on the lookout for the latest scientific breakthroughs on how to prevent bad breath. My latest research has uncovered a device called an Ozonator that not only helps to prevent bad breath, but also helps to deodorize just about any household odor. First, let me explain a little bit about ozone (O3). It's a natural, colorless gas with a distinct fresh odor, similar to a day at the beach. When used properly (and my Ozonator was designed so that it can ONLY be used properly), it provides a wide range of benefits. Ozone is a natural molecule made up of three atoms of oxygen. If you want to know what ozone smells like, just close your eyes and imagine you're smelling the fresh, clean, scent of spring rain that occurs right after a rainstorm. This scent is actually ozone - nature's own gift to us. There are two basic ways to use the ozone generated by my Ozone Machine: 1. To ozonate an oil (create topical solutions, sterilize cuts/burns, etc.)
To achieve the minimum concentrations required for an effective ozonated oil, you will need to accumulate at least 24 hours of ozonation. However, since my Ozone Generator runs for only 30 minutes at a time (an important safety precaution!), you will need to reset the Ozone Machine frequently. The good news is that once you've ozonated an oil, it lasts in the refrigerator for a long, long time. Ozonating Water
Ozonated Water has literally dozens of different uses! Remember that ozone is an incredibly powerful sterilizer and disinfectant. Anything that you must clean, neutralize, or deodorize will benefit from ozonated water. The list includes things such as sterilizing sponges, sanitizing bedding, soaking dentures, purifying drinking water, etc. You can even use the ozonator with any of my TheraBreath Oral Rinses to make them even more effective at neutralizing the anaerobic sulfur-producing bacteria that cause bad breath!
To ozonate any liquid simply attach one of the included plastic tubes to the ozonator. On the other end of the tube, attach one of the ozonator stones. Place the stone into the liquid that you want to ozonate (whether it's water, oil, or TheraBreath Rinse) and let the ozonator go to work! Some other uses of ozonated water include:
- Sterilizing kitchen/bathroom items
- Deodorize dirty laundry
- Control smells
- Sanitize your bedding
- Remove pet odors
- Soak dentures and night guards
Let us know how you're using the ozonator and we'll add it to our list.
Until now, natural ozone could only be created by a high-priced, high-end, $600+ ozone generator. What's more, these things sound like a diesel truck in high gear zooming down the highway! My ozonator costs about 1/6 of the price, and operates with just a quiet humm - mmmm.... much, much nicer! I've compiled a how-to brochure that you can download for free which contains TONS of interesting information about the various uses of Ozone Therapy. The brochure also contains several scientific studies documenting the unique sterilizing and deodorizing benefits of natural ozone. This is a must-read for anybody even remotely interested in ozone therapy or ozone treatment.
Just all the products that I sell, my ozonator comes with a 100% money-back guarantee. If for any reason you're not happy with this device just return it within 30 days for a complete refund.
Special Offer on Ozone Therapy! - Save $10.00 on your purchase of a Dr. Katz Ozonator! Just add the Ozonator to your shopping cart, and in the coupon center enter Coupon Code 'BTENOZ'


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Ouch! There's a Pea Under the Mattress! (Lesson 1 of 3)
Lesson 4 of 16
Objective: SWBAT recount and a fable from a diverse culture, inferring events and determining the theme of the story.
- Princess and the Pea Hans Christian Andersen
- Lesson vocabulary words from the Reading/Writing word wall: inference, theme, schema, evidence, version, fable
- Set up the whiteboard
- Princess & the Pea Theme powerpoint
- colored strips for the kids and a 9x12 piece of construction paper
- 'Making Inferences' poster (I used this throughout my inferencing unit)
I chose this classic fable because the themes and characters repeat throughout literature. My kids need to know the classics and how those plot lines and ideas are part of literature's rich history.
Many of my kids knew this story, but before we start comparing versions of the fable, they need to review to start us all at the same learning point. This version is nice and clear, although the reading level is high so I read it aloud to the kids. My goal here is inferring - I want the kids to make conclusions (inferences), based on text and schema and support their inferences with text and illustrations.
This is the first in the series of inference lessons where I compare this fable. The other 2 lessons include Ouch There's a Pea Under My Saddle and Ouch What is That Pea Thinking? These lessons all address how to infer with scaffolding skills of using an inference starter and lead toward more independence with each lesson. We are looking at these three versions of this fable from different cultural standpoints. Our goal is to use inferencing and also compare and contrast these versions, looking at author's and cultural viewpoint. I want the students to see how different countries and authors in different time periods looked at this classic theme and presented the characters in different ways. (RL.2.9)
Resources (4)
Let's Get Excited!
Underlined words below are lesson vocabulary words that are emphasized and written on sentence strips for my Reading & Writing word wall. I pull off the words off the wall for each lesson, helping students understand this key 'reading and writing' vocabulary can be generalized across texts and topics. The focus on acquiring and using these words is part of a shift in the Common Core Standards towards building students' academic vocabulary. My words are color coded 'pink' for literature/'blue' for reading strategies/'orange' for informational text/'yellow' for writing/'green' for all other words)
Common starting point
- "We have been talking about inferencing and how to use schema and evidence from the text to figure out what is happening." Refer to the poster.
- "We will be reading 3 versions of a fable about a princess who could not sleep." Show the powerpoint pictures.
- "Does anyone know this story?" (Powerpoint slide 1-2) Review where it's from and the author - it will help to compare to the other versions. This is a great connection to other disciplines (geography), a shift in cross-curricula teaching emphasized by the Common Core Standards.
- Here's a video so you can see how I introduced the lesson.
Take a few moments to review or discuss inferencing. My students had one lesson about this topic, but this is the beginning of a unit that will go in depth about the reading strategy. It's important that kids understand the developing inferences requires schema and evidence from the text. (RL.2.1) In this lesson, we'll go beyond the inference in the parts of the story to identify a theme as well. (RL.2.2)
Resources (2)
Teacher's Turn
Give the purpose of the lesson-use the powerpoint slides
- "Fables are very old stories that have a theme or central message that helps us. Many of these stories have versions that come from other countries and are written in different languages."
- "As we read different versions of this fable over the next 3 days, we can see how the authors viewed the character and theme of each story in different ways."
- "I'll read this version today and we'll infer what is happening. These inferences will build up to the theme of the story. The theme is what the story is about." (Show the powerpoint slides 3-5.) Here's our discussion of the theme.
Introduce strategy - teacher models
- "Inferring means I use my schema and evidence from the text. Let me read part of the story and I'll write down this information to make a good inference."
- Read through the first four pages and stop. The evidence from the text is that "the prince met many princesses!". My schema is 'when I can't pick which toy I want, mom says I'm picky." I'm going to infer that the 'prince is picky'. I got that idea from the illustrations so I'll write a 'I' on the strip."
- "Let me try one more." Look at the illustration on the next 2 pages. "My evidence is the text said 'there were 20 mattresses and 20 blankets'. My schema is that my bed with one mattress is short. I'm going to infer that 'the bed is really tall'. I'll write that on my colored strip and put an 'T' for text."
- This is the whiteboard when I was done.
Practice strategy - guided practice
- "Help me put down another inference." Read through the page that starts with, 'Then they knew...'
- "What is the evidence that we've read?" Take ideas- 'He had found the princess'."
- Students may need some help sorting out inferences from predictions. I did try to focus on inferences only. Here's our discussion when we contrasted the strategies.
- "What is our schema?" Take ideas - when Cinderella found a princess he got married."
- "What can we infer?' Take ideas - 'They know they are getting married.'. Since I used text, I'll write 'T'.
Resources (3)
Students Take a Turn
Assign Task
- "Now it's your turn to make some inferences."
- Read 1-2 pages at a time and let the kids make some inferences as you pause. They can write them on the colored strips. Remember to have them write a 'T' or 'I' to show their evidence. Here's a picture of the students writing inferences.
- We had some great discussions, including why the queen put the pea in the mattress, what was happening at the wedding and about the servants using the lanterns.
- By the time you're done, they should have 6-10 inferences.
Discuss the theme
- "Now that we have lots of great inferences, let's think about a theme."
- "What's the 'big idea' for this story? What message is the author trying to share?"
- Take ideas and pass out the colored paper.
- The kids had a hard time with this discussion, so I listed some theme ideas on the board for them to choose.
Resources (5)
Share What You've Learned
Describe the task
- "Now that you have inferences and a theme, let's make a visual - a bed for the princess." This is my drawing of the bed.
- "You have colored strips and a big piece of paper. Draw the bed on the bottom. Then write your inferences on the strips and glue them on so they look like mattresses on a bed-pile them up. Make sure that we can see all of the inferences. The inferences that we made in the story 'pile up' to help us determine the theme of a story. You can write the them on the poster too."
- This is my explanation of how to make the project.
Students make the project
- Here's an example of the finished project with the theme.
- "Who wants to share your inferences and your theme idea?"
Scaffolding and Special Education: This lesson could be scaffolded up or down, depending on student ability.
Students with language challenges may find this a difficult task because we are going beyond the text. Of all the reading strategies, I find this the hardest for my kids. They are asked to 'read between the lines' and then verbalize their inferences. They offer predictions or stay very literal (She will get married), but need support with a true inference. They worked with partners and I provided spelling help by writing the words on the board.
Those with more academic ability should be able to really demonstrate some good language with inference. They will hopefully make some good statements and provide clear evidence in their statements with some higher level vocabulary. I would 'raise the bar' with them and share your expectations. "I'll be walking around listening to ideas about your inferences. Make sure there is evidence in your inferences." One of my students offered, "She is a real princess because the illustration showed he hurt her back."


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PRESS RELEASE: "BURN wins AAAS award"
Media Contact:
Scott Busby
President | Founder
The Busby Group
Public Radio's BURN: An Energy Journal Wins 2012 American Association for Advancement of Science Kavli Science Journalism Award
Part One of Documentary Specials Titled "Particles: Nuclear Power After Fukushima" Is Praised as "Gripping, Informative and Thorough – Radio Science Journalism at Its Best"
Los Angeles – November 14, 2012 – Peabody Award-winning SoundVision Productions' © BURN: An Energy Journal has been awarded the prestigious 2012 AAAS Kavli Science Journalism Award by the American Association for the Advancement of Science (AAAS). The awards, which have been administered by AAAS since their inception in 1945, go to professional journalists for distinguished reporting for a general audience. Independent panels of science journalists pick the winners, who will receive $3000 and a plaque at the AAAS Annual Meeting in Boston in February, 2013. The Kavli Foundation supports the awards. BURN: An Energy Journal is hosted by veteran radio journalist Alex Chadwick.
The awards announcement singles out for recognition the first of four BURN documentary specials, titled Particles: Nuclear Power After Fukushima, which was broadcast nationwide over the public radio network on March 11, 2012, the first anniversary of the disaster at the Fukushima Daiichi plant in Japan. It states that the program "featured an interview with an American nuclear technician who was working inside the plant when the tsunami and earthquake struck. It also included tape recordings from inside the U.S. Nuclear Regulatory Commission's Emergency Operations Center as officials struggled to shape America's response to the Fukushima disaster."
Seth Borenstein, a science reporter for the Associated Press, said the broadcast was "gripping, informative and thorough — radio science journalism at its best." Larry Engel, an associate professor in the American University School of Communication and a freelance broadcast producer, said the program had "an excellent combination of story reporting, writing, character development, and sound recording and editing."
This is the second AAAS award won by a SoundVision Productions team. Bari Scott, executive producer at SoundVision and of the BURN series, said: "We're honored that AAAS has recognized BURN's debut program. By showing energy issues through the lens of personal experience, BURN aims to help people let go of preconceived notions and take in new information."
The award-winning BURN: An Energy Journal story on the Fukushima disaster is available in the following formats:
View Host Alex Chadwick's exclusive video interview HERE with the American engineer who was on-site at the Daiichi nuclear plant when the earthquake and tsunami struck. Carl Pillitteri, a maintenance supervisor and one of 40 Americans in Fukushima on that fateful day, describes his terrifying ordeal as he desperately attempted to lead his men to safety through the enormous, shuddering turbine buildings in total darkness.
The citation honors SoundVision Productions' Executive Producer Bari Scott, Host Alex Chadwick, Managing Producer Mary Beth Kirchner, Senior Producer/Editor Robert Rand and Technical Director/Mix Engineer Robin Wise. Other award-winning team members include Producer Sean Collins, Producer/Reporter Loretta Williams and Reporter Cori Princell. PBS Newshour Reporter and former CNN correspondent Miles O'Brien also contributed to the hour-long special with reporting from Japan.
Particles: Nuclear Power After Fukushima was produced by SoundVision Productions in partnership with American Public Media's Marketplace, WUNC's "The Story" and PBS Newshour, with a grant from the National Science Foundation. The BURN radio specials are distributed by American Public Media.
BURN: An Energy Journal is produced by SoundVision Productions in partnership with APM's Marketplace with a grant from the National Science Foundation. The BURN radio specials are distributed by American Public Media. Share your ideas and opinions with BURN on Facebook.
For media inquiries, contact Scott Busby at email@example.com or 310.475.2914. For more information about BURN: An Energy Journal, go to our website or contact Managing Producer Mary Beth Kirchner at firstname.lastname@example.com Press Release as a PDF here.


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Project Update
Reporting Discontinued Operations
Last updated on April 11, 2014. Please refer to the Current Technical Plan for information about the expected release dates of exposure documents and final standards.
(Updated sections are indicated with an asterisk *)
This project update summarizes the project activities and decisions of the IASB and the FASB (Boards). It was prepared by the staff and is for the information and convenience of their constituents. All decisions of the Boards are tentative, may change at future Board meetings, and do not change current accounting and reporting requirements. Decisions of the Boards become final only after extensive due process.
Project Objective
Due Process Documents
Decisions Reached at the Last Meeting
Tentative Board Decisions Reached to Date
Next Steps
Board/Other Public Meeting Dates
Background Information
Contact Information
Project Objective
The primary objective of the project is to improve the definition and reporting of discontinued operations. Some stakeholders have said that too many disposals of assets qualify for discontinued operations presentation. This results in financial statements that are not decision useful for users and in higher costs for preparers. The project will also enhance convergence of the FASB's and the IASB's reporting requirements for discontinued operations.
Due Process Documents
On April 10, 2014, the Financial Accounting Standards Board issued Accounting Standards Update No. 2014-08, Presentation of Financial Statements (Topic 205) and Property, Plant, and Equipment (Topic 360).
Download the Accounting Standards Update No. 2014-08
The FASB issued an Exposure Draft, Presentation of Financial Statements (Topic 205): Reporting Discontinued Operations on April 2, 2013. The comment period ended on August 30, 2013.
Download the Exposure Draft
Read comment letters on the Exposure Draft
Read the comment letter summary on the Exposure Draft
Read the FASB In Focus issued on April 2, 2013
The FASB and IASB previously issued a joint Exposure Draft, FASB Staff Position FAS 144-d, Amending the Criteria for Reporting a Discontinued Operation, on September 25, 2008. The comment period was 120 days, and it ended on January 23, 2009.
Download the Exposure Draft
Read the comment letters on the Exposure Draft
Read the comment letter summary on the Exposure Draft
Decisions Reached at the Last Meeting (January 15, 2014)
See minutes below.
Tentative Board Decisions Reached to Date (As of January 23, 2014)
See Update No. 2014-08.
Next StepsNone.
Board/Other Public Meeting Dates
The Board meeting minutes are provided for the information and convenience of constituents who want to follow the Board's deliberations. All of the conclusions reported are tentative and may be changed at future Board meetings. Decisions become final only after a formal written ballot to issue a final standard.
|January 15, 2014
|FASB Board Meeting—The Board redeliberated the effective date for nonpublic entities and the disclosure requirements for reporting Discontinued Operations. The Board directed the staff to draft an Accounting Standards Update.
|November 13, 2013
|FASB Board Meeting—The Board completed redeliberations in the development of an Accounting Standards Update about reporting Discontinued Operations. The Board directed the staff to draft a final Accounting Standards Update.
|March 13, 2013
|FASB Board Meeting—The Board deliberated whether to retain the cash-generating unit concept in the proposed definition of discontinued operation or to replace the cash-generating unit concept with the current definition of component of an entity in U.S. GAAP.
|December 12, 2012
|FASB Board Meeting—The Board deliberated the proposed disclosure requirements for public and nonpublic entities, disposals of subsidiaries in which the parent entity retains a noncontrolling interest, and whether the FASB should reaffirm its prior decision to issue a proposed Update on reporting discontinued operations and, if so, the length and timing of the comment period.
|February 3, 2010
|FASB Board Meeting—Scope of proposed Accounting Standards Update on FASB Accounting Standards Codification™ Subtopic 205-20, Presentation of Financial Statements—Discontinued Operations
|December 17, 2009
|Joint FASB and IASB Board Meeting—Definition and Disclosures of a Discontinued Operation
|October 26, 2009
|Joint FASB and IASB Board Meeting—Alternatives for a definition of a discontinued operation
|August 26, 2009
|FASB Board Meeting—Discussion of the user feedback received
|July 21, 2009
|IASB Board Meeting—The way forward with the project
|July 23, 2008
|Board Meeting—Board directed the staff to proceed to a draft of a proposed FSP
|May 14, 2008
|Board Meeting—Decisions related to the definition of Discontinued Operations, required disclosures for all components of an entity that have been (or will be) disposed of, effective date and transition, and proposed FSP comment period
|April 18, 2007
|Board Meeting—Agenda Decision
|January 24, 2007
|Board Meeting—Financial Statement Presentation: Discontinued Operations
Background Information
At its January 24, 2007 meeting on the financial statement presentation project, the Board agreed to revise the definition of a discontinued operation in FASB Statement No. 144, Accounting for the Impairment or Disposal of Long-Lived Assets. It also decided to require an entity to provide additional disclosures when reporting the disposal (or future disposal) of a component of the entity. At the January 25, 2007 IASB Board meeting, the IASB agreed to converge with the FASB's revised definition of a discontinued operation.
During the deliberations leading to the revised definition, the Board asked the staff to research the amount of the staff's and the Board's time necessary to create a separate project for this issue, effectively removing it from the scope of the financial statement presentation project. In February 2007, the staff received six letters from constituents, including NAREIT, in support of the revised definition and asked the IASB and the FASB to issue the revised guidance on an accelerated basis. In April 2007, the FASB and IASB Boards agreed to address the guidance for reporting discontinued operations and any related disclosure issues separately from the financial statement presentation project.
On September 25, 2008 the FASB and IASB Boards issued joint Exposure Drafts, FASB Staff Position FAS 144-d, Amending the Criteria for Reporting a Discontinued Operation which proposed amendments to FASB Statement No. 144, Accounting for the Impairment or Disposal of Long-Lived Assets and the IASB's Exposure Draft, Discontinued Operations. The comment period for those Exposure Drafts ended on January 23, 2009.
The Boards' redeliberation of those exposure documents in 2009 and 2010 resulted in a nearly converged definition of a discontinued operation that would not be significantly different from the one included within IFRS. In April 2010, all five FASB Board members voted to issue a revised Exposure Draft due to the significant changes that were made during redeliberations. Subsequently, the Boards decided to focus their efforts on other convergence projects and the proposed revised Update was never issued. In November 2012, the Board decided to resume the work on the project, which led to the issuance of the proposed Accounting Standards Update, Presentation of Financial Statements (Topic 205): Reporting Discontinued Operations.
Contact Information
Phil Hood
Project Manager
Victoria McMillen
Postgraduate Technical Assistant


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Restaurant review: Bills (Odaiba)
The third incarnation of this Australian café will win over the kids. But will adults see past the shopping center location?
The Irish have been putting up with it for years. Wherever you go, there's an Irish pub to tempt you with a carefully packaged cultural experience that has little, if any relationship to what you'd find on the street corners of Dublin. With their unread copies of W.B. Yeats, James Joyce and Samuel Beckett, and embossed plaques proclaiming the virtues of Guinness, such places are little more than pastiche, inducing a longing for a simpler time, even if that never existed in the first place.
Odaiba, the man-made island in the middle of Tokyo Bay, is the Japanese home of foreign-inspired kitsch. Forget theme parks, chain restaurants or resorts – Odaiba has enough to make even a cryogenically frozen Walt Disney wince. Whether its the VenusFort shopping center, the 'life-sized' Gundam or the "Oh-god-what-were-they-thinking" replica of the Statue of Liberty, Odaiba successfully blends commercial interests with cultural naivety.
So we come to Bills. Named after Australian owner/chef Bill Granger, Bills sets out to be "a warm, open interior inspired by Bill's own home, accompanied by friendly service and a simple yet lively menu centered around the freshest ingredients." This is Granger's third Japanese venture, the first being in Shichirigahama, followed by a second branch on Yokohama's waterfront. A fourth restaurant baring the name opened April 18th in Tokyu Plaza, Omotesando.
When we arrive, the staff quickly guide us to a long bench in the center of the main room. Our waiter is all smiles when he takes our order.
"Friendly service"? Check.
At 11.30, the menu is yet to switch from breakfast to lunch, but no matter. We go with the scrambled organic eggs with toast and a serve of Granger's signature ricotta hotcakes, fresh banana and honeycomb butter. I order a black coffee, which the Japanese waiter repeats back in impeccable Australian: "One long black…" Granger, it seems, likes a hearty start to the day – there's also a 'full Aussie breakfast' with toast, mushrooms, bacon, roast tomato and chipolatas, and lengthy list of sides to be had with your eggs. At lunch, you can opt for a wagyu burger with lettuce, beetroot, zucchini pickles, tomato relish, and herbed french fries. Room for more? Try the pavlova with passion fruit and cream. The menu is high on calories, and in that respect, very Australian.
"A simple yet lively menu"? Wagyu burger aside, it's a fair claim.
But as for "a warm, open interior inspired by Bill's own home"? Well…
Here's the problem: Bills is at one end of a giant shopping complex. While the restaurant may aspire to bringing the atmosphere of an Australian café to Tokyoites, it struggles to overcome the sterile confines of its location. Clearly a lot of money has been poured into the fit out, but it's more IKEA cafeteria than suburban coffeehouse. It's hard not to view Bills as yet another theme park concession.
When the food arrives, it doesn't disappoint. The rich scrambled eggs are excellent, although I could have done without the extra pill of butter on the toast. The famous hotcakes are pretty darn good – much lighter than anticipated. And that honeycomb butter is the kind of thing you'll want to recreate at home. Be warned, though: order hotcakes during the lunch hour crush and they will take at least 20 minutes to appear.
Everywhere there are mums and toddlers. Indeed, Bills may be the most child-friendly restaurant of its kind in Tokyo. There's no smoking section and they offer a kids menu. For a time, I realize I'm the only male customer not under 18 months.
Look past the packaging and there's a lot of good here. The food's excellent (although frankly overpriced – lunch will set you back close to 2000 yen), the staff professional and it's one of the few restaurants in Tokyo that not only welcomes children but goes out of its way to be family friendly.
If only it weren't in a 600 ft long shopping center.
Directions: Exit Kaihin Koen station (Yurakamome line) on the water side and follow the signs to Decks. Bills is just inside the glass doors in the building to your right.
Tel: 03-3599-2100
3F Decks Seaside Mall
1-6-1 Daiba, Minato-ku
Hours: 9:00-23:00 (daily)
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I had my first exposure to Dungeons & Dragons on Christmas morning when I was 11 years old. Hidden amongst the veritable treasure trove of gifts Santa had left me was the official D&D starter kit. While it certainly wasn't the most high-profile present of the year, it was the one that intrigued me the most.
Unfortunately, living in a rural area where I was the only boy around for a number of miles, meant my D&D career would go on permanent hiatus. I kept the starter kit, though (and still have it somewhere...now in my parents' house in Florida), always hoping I'd one day find an opportunity to actually play.
In the intervening years, I've still never found a D&D group. I stumbled across a few during my college years, but they seemed far too "socially challenged" for me to get involved with them. Luckily, I've not missed out on the D&D phenomenon entirely -- thanks to the fact they've been making videogames based on the Dungeons & Dragons license for quite a few years now. Granted, these games aren't quite the same as sitting in a room with a group of guys and a flesh-and-blood dungeon master, but as Jean Paul Sartre once pointed out, "Hell is other people" -- and the videogame incarnations of D&D have certainly eliminated this particular brand of torture.
The latest D&D game to grace a console is Dungeons & Dragons: Heroes, another hack-and-slash game in the same vein as last year's Baldur's Gate: Dark Alliance and more a D&D game in name than actual execution. In other words, Heroes plays more like Diablo than Neverwinter Nights. Rather than having an involved combat interface that demands at least a modicum of strategy be employed in order to survive, Heroes simply asks the player to run into an area, hack the holy hell out of everything in sight, and move on. It may not be a "true" D&D experience, but it is at least somewhat cathartic -- sending limbs flying about the room can certainly alleviate some of the pressures of a rough day at the office.
For those who don't mind that the game isn't a perfect recreation of the table-top D&D experience, Heroes offers up an interesting (if somewhat limited and repetitive) gaming experience.
In a move guaranteed to disappoint everyone, the game once again forces players to choose from one of four preset character avatars. The choices (with one exception) are painfully standard -- the human warrior, the female wizard, the female rogue...and in the one odd twist, the dwarven cleric. Why was the dwarf a cleric and not a warrior? I've no idea. That's just the way it played out apparently.
After selecting a character, players are treated to a brief explanation of the game's story -- and it ain't Tolkien. Basically, four heroes fought an evil wizard 150 years ago. They were victorious, but in his last moment of life, the evil wizard unleashed a terrible spell that killed everyone around him...mainly, the four heroes. Now, 150 years later, some group of clerics has attempted to raise the wizard in hopes of harnessing his power (when will they learn this never works?). To combat the evil wizard's return, another group has resurrected the four heroes of the past -- although, for some odd reason, they don't possess any of their old skills. Players must take control of the four heroes and set out to thwart the evil wizard...stop me if you've heard this before.
While the story isn't going to be winning any awards for narrative brilliance, the gameplay isn't a whole lot more inspiring. As mentioned earlier, this is a hack-and-slash affair, with a few minor tweaks thrown in to try and keep it interesting.
The major tweak (and the only one really worth talking about) is the inclusion of a "finishing move". Players string together combos, which in turn fill up a little gauge under the health and magic meters. As long as at least part of the gauge is lit, the player can use one of his finishing moves in the combo (these are mapped to a button on the Controller S). Depending on how full the meter is, the attack's power will vary. It's not much, but it does add a bit to the game's combat-heavy experience. To keep things even fresher, players can unlock several different finishing moves from the feats menu when they level up. Variety is, after all, the spice of life.
If variety is indeed the spice of life, then I'd hoped someone in the graphics department would have received the memo. Heroes does everything right in terms of the varied locales you'd expect to find in a D&D game (meaning there's an ice level, a fire level, a bunch of dungeon-esque caves, and so forth), but the enemy models are fairly repetitive. One can only slaughter so many trolls and giant flying things in a day, and Heroes often comes dangerously close to exceeding that quota.
The rest of the graphics can essentially be summed up as "poor man's Dark Alliance". While the water effects are generally as good as they are in that earlier game, the rest of the graphics seem to have been toned down a notch or two. Heroes isn't an ugly game, it's just not as striking as Dark Alliance -- which is a bit of a downer, seeing as that game was both older and originally designed for the less powerful PS2.
However, before everyone out there writes off Dungeons & Dragons: Heroes as a simple retread of Baldur's Gate: Dark Alliance, allow me to regale you with the one feature wherein this game is actually better than its inspiration: multiplayer mode.
Dark Alliance had an entertaining multiplayer mode that allowed for two players to tackle the main plot's story together. Heroes ups the ante by featuring a four player mode -- easily the best way to experience the game. Getting three friends together to help in the quest to crush the evil wizard adds an extra dimension to the experience, one missing from the single player campaign. The four player mode works well, evoking memories of games like Gauntlet as everyone makes a mad dash for all of the money, healing items, and equipment that drops. It's in this mode that the game seems most like the table-top D&D...when several people are sitting around partaking in the adventure as a unit.
Dungeons and Dragons: Heroes may get flack from the hardcore D&D crowd for simply being a Diablo clone set in the D&D universe, but it's still hard to deny the simple joy in teaming up with three friends to kick the crap out a Beholder. Ultimately, the pen-and-paper game was designed to bring people together -- and in this regard, Heroes is as true to the D&D experience as just about anything else out there.
Sunday, August 19
TBC • 10am PDT/1pm EDT
Digimon Story: Cyber Sleuth • 3pm PDT/6pm EDT
Star Ocean: Second Evolution • 2:30pm PDT/5:30pm EDT
Persona 3 (CYOA) • 5:30pm PDT/8:30pm EDT
Persona 3 (CYOA) • 5:30pm PDT/8:30pm EDT
Kingdom Hearts - Re:Chain of Memories • 2:30pm PDT/5:30pm EDT
Persona 3 (CYOA) • 5:30pm PDT/8:30pm EDT
Final Fantasy IX • 3pm PDT/6pm EDT
The Legend of Heroes: Trails of Cold Steel (Speedrun) • 6pm PDT/9pm EDT
Persona 3 (CYOA) • 5pm PDT/8pm EDT


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Courtney eyes surplus equipment during Afghanistan trip
In Afghanistan this weekend, Congressman Joe Courtney said he saw billions of dollars of equipment already packed and ready to be shipped home.
Inside a Kabul storage depot, Courtney said, there was a massive parking area lined with Stryker vehicles, Humvees and mine-resistant, ambush-protected vehicles.
An incredible variety of equipment has accumulated in Afghanistan over the course of the 12-year war, Courtney, D-2nd District, said. And, he added, the stockpile includes equipment the military no longer needs - equipment that financially strapped state and local governments, National Guard units and police departments would love to have.
The military isn't going to part with its expensive combat vehicles, he said, but many other things could become available, from firetrucks and air conditioners to communications equipment, engine parts and tents.
As part of a three-day trip to Afghanistan with four other representatives on the House Armed Services Committee and a member of the House Budget Committee, Courtney toured the depot where equipment is sent as forward operating bases close or transfer to the Afghan forces. Courtney has now been to Afghanistan four times since being elected to the House in 2006.
After the war in Iraq ended, officials in state and local governments could ask the Pentagon to send them supplies the military didn't need anymore. But, Courtney said, there wasn't a system in place for these officials to find out what was available.
The House Armed Services Committee will begin working on its version of the defense authorization act next month. Courtney said language could be added to the bill to set up a better system for distributing equipment, so Connecticut and other states can benefit from the surplus. He said he envisions a searchable website, similar to the current site that lists available federal grants.
"It's not like you can pull up the classified ads section and see what the Pentagon has," he said. "That's where we should focus, in terms of helping state and local governments and the National Guard get the best information about what's coming back. They're doing incredibly painstaking work going through the depot, boxing stuff up and making meticulous records. The question is, what is going to happen to all of that?"
The depot, Courtney said, was "powerful evidence" that control of Afghanistan is shifting to the Afghans.
Courtney and the delegation also visited Bagram Airfield and met with a group that works to counter improvised explosive devises. The methods developed overseas were used to ensure the area near the Boston Marathon finish line was clear after two bombs detonated there, Courtney said.
"The folks there felt extremely connected to the efforts of the police in Boston," he said.
The group traveled to Kandahar, which has been a hotbed of insurgent activity in Afghanistan. Kandahar is significantly calmer since the surge of U.S. troops there, and the transfer of responsibility is almost complete, Courtney said.
Some of the soldiers, however, did say they were concerned about the recent attacks on U.S. forces by members of the Afghan forces, he added. Army Capt. Andrew Michael Pedersen-Keel of Madison was killed in March by a member of the Afghan National Police, according to the governor's office.
Courtney said the best protection for U.S. forces may be the change in their role, from partners in the field to now trainers, since they will be less exposed. President Barack Obama has said that most troops would be home from Afghanistan by the end of 2014.
Before leaving the region, Courtney visited Navy and Coast Guard units in Bahrain. The leaders in the U.S. 5th Fleet in Bahrain are grappling with the cancellation of an aircraft carrier deployment to the region because of the automatic budget cuts, known as sequestration, but they spoke highly of the submarine force's role in countering the buildup of the Iranian submarine fleet and the Coast Guard's efforts to patrol the Gulf, Courtney said.


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Ed Murray, Mayor
SUBJECT: City Attorney gratified by high court's rejection of DOMA
Kimberly Mills (206) 684-8602
City Attorney Pete Holmes on Wednesday joined City officials in welcoming the U.S. Supreme Court's rejection of the federal Defense of Marriage Act (DOMA), saying the decision in Windsor v. United States now allows the City to treat its employees equally.
The City of Seattle and a number of other cities and corporations filed an amicus brief with the high court, in support of the challenge to DOMA. Click here to read the amicus brief.Seattle's position was that all married couples, whether same- or opposite-sex, should have access to the full benefits of marriage under the law, and that the administrative framework imposed by DOMA increased costs for the City by requiring it to treat some employees differently from others. In addition, the City joined in the filing of an amicus brief in the second case decided today by the Supreme Court, Hollingsworth v. Perry, supporting the right of same-sex couples to marry in California. As a result of today's decision refusing to hear a challenge to the lower courts' decision overturning Proposition 8's ban on same-sex marriage, it appears that same-sex couples in California have the right to marry.
Both decisions validate the City's position that same-sex couples should have the same right to marry and receive benefits as opposite-sex couples.
As Holmes explained, the City was required by federal law to tax employees in same-sex marriages for the value of their spouses' health insurance, while opposite-sex married couples did not pay tax on those benefits. In addition, the City had to pay payroll taxes on the value of these benefits as if the benefits are wages earned by employees in same-sex marriages. Today's decision in Windsor ends that discrimination.
"Just like any employer," Holmes said, "we want clear, simple rules for how we provide benefits to our employees. We want to treat the health insurance we provide to same-sex spouses and families just like we do for opposite-sex spouses, so that we can free up more money to put to other uses. But we also signed on to the brief for the simple reason that we believe government should treat everyone the equally."


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BRISTOL, Tenn. - King College head softball coach Jenn Testa recently announced her 2010 signings from the state of Tennessee which includes five players from the Volunteer state.
Rachael Wilmoth graduated from Morristown East High School where she was a member of the All-conference, All-Lakeway and All-Northeast Tennessee squads her junior and senior seasons. She added the Lakeway Pitcher of the Year honor this past season where she added all-district. At the highly competitive Eastman Tournament in 2010 she earned all-tournament honors and was selected to play in the Tennessee/Virginia All-Star Game.
Emilee Lovette, from Unicoi County High alum, earned all-tournament honors in 2008, 2009 and 2010. She added all-conference honors her junior and senior season. Lovette also was an All-Northeast Tennessee selection her final two seasons.
Tiffany Brand played at Powell High where she started four seasons. In her senior season she earned all-district and all-tournament team nods.
Brianna Branson and Alex Morris also signed with King from nearby Sullivan East High.
The Lady Tornado finished the 2010 season with a trip to the NCCAA World Series where the team finished tied for fifth. King posted a record of 22-17 which was the third straight 20-win season in the program's six-year history.